In contrast to traditional courses, in which students are accountable only to the instructor, effective implementation of any group-based instructional format, including team-based learning (TBL), requires that students be accountable to both the instructor and their peers. Unfortunately, some instructors resist using groups because of concerns…

Illustrates how the scholarship of teaching could be assessed, recognized, and rewarded, addressing both formative and summative evaluations. Addresses the question of who should determine the standards and criteria by which to review and critique the scholarship of teaching and whether studies in the scholarship of teaching should be required to…

Classroom assessment information should be the basis for important classroom processes and outcomes: students' study and work patterns, students' understanding of what they are learning, and teachers' instructional and grading decisions. Attention to principles of assessment quality, especially validity and reliability, increases confidence in the…

Problem-based service-learning projects are complex and ambiguous learning environments. New thinking about assessment must occur to be able to assist the learning from this type of project. (Contains 1 table.)

Assessment of college teaching is viewed broadly as the gathering of information for understanding and improving teaching as well as judging its quality. It is seen to play a crucial support role at each stage of instructional development: problem clarification, instructional design/redesign, and field testing and implementation. (MSE)

Discusses underlying issues that affect all forms of teaching evaluation: determining criteria, making links between teaching methods and learning outcomes, and distinguishing between evaluation for self-improvement and evaluation for accountability. (EV)

We are all accustomed to periodic summative testing for achievement, but in this chapter the importance of requiring mastery of fundamentals as the baseline for evaluation, regardless of the level of the class involved, is discussed.

The University of Illinois at Urbana-Champaign (UIUC)'s Evaluation Online (EON) offers a variety of options to faculty who want to solicit formative feedback electronically. Researchers interviewed faculty who have used this system for midterm student evaluation to examine their perceptions of it. In general, instructors reported that collecting…

Six evaluation methods are discussed: student ratings, colleague evaluations, definitions of good teaching, teacher-designed examinations, evaluation of research and scholarship, and the politics of evaluation. (Author/MLW)

Reasons for a national shift from traditional to alternative assessment practices are examined, and the philosophical beliefs and theoretical assumptions of traditional and alternative assessment are examined. Classroom implications of this paradigm shift for instructional strategies, formative and summative evaluation, development of rubrics used…